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CONTRIBUTION OF CONTENT KNOWLEDGE, SELF-CONFIDENCE AND INSTRUMENTAL MOTIVATION TO THE SIXTH SEMESTER STUDENT’S SPEAKING COMPETENCY OF THE INTERNATIONAL BALI TOURISM INSTITUTE (STPBI) ON-THE-JOB-TRAINING IN THE ACADEMIC YEAR 2015/2016 ., I MADE DIDI DONA JULYANANTARA; ., PROF. DR. DEWA KOMANG TANTRA, M.Sc.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Penelitian ini bertujuan untuk mengukur 1) kontribusi pengetahuan konten untuk kompetensi berbicara siswa, 2) kontribusi kepercayaan diri untuk kompetensi berbicara siswa, 3) kontribusi motivasi instrumental untuk kompetensi berbicara siswa, 4) kontribusi simultan pengetahuan konten, kepercayaan diri dan motivasi instrumental untuk kompetensi berbicara siswa. Penelitian ini memanfaatkan sebuah studi ex post facto dengan analisis regresi. Penelitian ini dilakukan terhadap siswa semester enam kelas hotel manajemen STPBI di tahun akademik 2015/2016. Sampel dari penelitian ini berjumlah 30 siswa yang ditentukan melalui teknik purposive sampling. Penelitian ini menggunakan analisis regresi berganda dengan dua jenis instrumen, yaitu, tes dan kuesioner. 1) Hasil penelitian menunjukkan bahwa: ada kontribusi yang signifikan dari pengetahuan konten pada kompetensi berbicara siswa sebesar 22,9%, 2) ada kontribusi yang signifikan dari kepercayaan diri pada kompetensi berbicara siswa sebesar 19,1%, 3) ada kontribusi yang signifikan dari motivasi instrumental pada kompetensi berbicara siswa sebesar 16,2%, 4) ada kontribusi yang signifikan dari pengetahuan konten, kepercayaan diri dan motivasi instrumental pada kompetensi berbicara siswa sebesar 38,6%. Berdasarkan hasil penelitian ini, para guru disarankan agar lebih mengembangkan cara untuk mengajarkan pengetahuan konten, kepercayaan diri dan motivasi instrumental untuk meningkatkan kompetensi berbicara siswa. Kata Kunci : pengetahuan konten, kepercayaan diri, motivasi instrumental, kompetensi berbicara This study aimed to measure 1) the contribution of content knowledge to student?s speaking competency, 2) the contribution of self- confidence to student?s speaking competency, 3) the contribution of instrumental motivation to student?s speaking competency, 4) the simultaneous contribution of content knowledge, self-confident and instrumental motivation to student?s speaking competency. The present research makes use of an ex post facto study with regression analysis. The research was done toward the sixth grade students? hotel management of STPBI in academic year 2015/2016. The sample of the study was 30 which were determined through purposive sampling technique. This research used multiple regression analysis with two kinds of instruments, that is, tests and questionnaires. 1) The results show that: there is significant contribution of content knowledge to the students? speaking competency at 22,9%, 2) there is significant contribution of self-confidence to the students? speaking competency at 19,1%, 3) there is significant contribution of instrumental motivation to the students? speaking competency at 16,2%, 4) there is significant contribution of content knowledge, self-confidence and instrumental motivation to the students? speaking competency at 38,6%. Based on the results of this study, the teachers were suggested that they further develop various ways to teach content knowledge, self-confidence and instrumental motivation to improve students? speaking competency.keyword : content knowledge, self-confidence, instrumental motivation, speaking competency
The Effect of Experiential Learning Model and Creative Thinking Toward Speaking Competency of Grade Ten Students of SMAK Harapan Denpasar in the Academic Year 2015/2016 ., NI PUTU EPIFANIA PUSPITAHATI; ., PROF. DR. I KETUT SEKEN, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
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Tujuan penelitian ini adalah 1) Menganalisis pengaruh antara model eksperiential terhadap siswa, 2) Menganalisis pengaruh interaksi antara model pembelajaran MPE dan MPK terhadap kemampuan berbicara, 3) Menganalisis perbedaan kemampuan berbicara pada kelompok berpikir kreatif tinggi dengan model MPE, dan 4) Menganalisis perbedaan kemampuan berbicara pada kelompok berpikir kreatif rendah dengan model MPE. Penelitian ini merupakan kuasi eksperimen dengan rancangan posttest only control group design. Populasi penelitian ini adalah semua siswa kelas X MIPA SMA Kristen Harapan Denpasar tahun pelajaran 2015/2016. Pengambilan kelas penelitian berdasarkan teknik group random sampling. Data yang diperoleh dianalisis dengan statistik deskriptif dan ANAVA dua jalur. Hasil analisis menyatakan sebagai berikut. (1) terdapat pengaruh antara model eksperiential terhadap siswa (F = 71,07; p < 0,05), (2) terdapat pengaruh interaksi antara model pembelajaran MPE dan MPK terhadap kemampuan berbicara (F = 76,23 ; p < 0,05). (3) terdapat perbedaan kemampuan berbicara pada kelompok berpikir kreatif tinggi dengan model MPE, (F = 64,38 p < 0,05), (4) terbedaan kemampuan berbicara pada kelompok berpikir kreatif rendah dengan model MPE, (F = 54,98; p < 0,05). Kata Kunci : berpikir kreatif, kemampuan berbicara, model pembelajaran eksperiential This research aims to 1)analyze whether there is a significant effect of ELM toward speaking competency of grade-ten students of SMAK Harapan 2)analyze whether there is a significant interaction effect between ELM and creative thinking toward speaking competency 3)analyze whether there is a significant difference in speaking competency between the students with high level creative thinking taught using ELM and taught using CTM 4)analyze whether there is a significant difference in speaking competency between the students with low level creative thinking taught using ELM and taught using CTM. This research using quasi experiment with posttest only control group design. The population are tenth-grade of SMA Kristen Harapan. The samples uses random sampling technique. The design is by two way ANOVA analysis of variance 2 x 2 factorial. The results are: 1) significant effect of ELM toward speaking competency (F=71,07; p< 0,05) 2) significant interaction effect between ELM and creative thinking toward speaking competency (F= 76,23;p
The Effect of Thematic Patterning Technique and Achievement Motivation in Learning English upon Writing Competency at VIII year Students of SMP 2 Kuta Selatan in the Academic year 2013/2014 ., NI MADE TRIANI; ., Prof. Dr.I Nyoman Adi Jaya Putra, MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 3, No 1 (2014)
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Penelitian ini bertujuan untuk mengetahui pengaruh teknik dalam menulis teknik pola pentemaan (Thematic Patterning technique) dan motivasi berprestasi terhadap kompetensi menulis siswa siswa kelas VIII SMP N 2 Kuta Selatan. Penelitian ini menggunakan design 2x2 faktorial dengan variable bebas thematic patterning technique dan teknik konvensional. Variable moderator adalah tingkatan motivasi berprestasi siswa. Variable terikatnya adalah kemampuan siswa dalam menulis. Instrumen yang digunakan untuk mengukur motivasi berprestasi adalah kuisioner motivasi berprestasi, sedangkan instrumen yang digunakan untuk mengukur kompetensi menulis adalah tes kompetensi menulis. Penganalisisan data adalah menggunakan ANOVA dua jalur dan pengujian tindak lanjut. Hasil penelitian ini dapat dilihat sebagai berikut: a) terdapat pengaruh yang signifikan dalam kemampuan menulis diantara siswa yang diajar dengan menggunakan teknik pola pentemaan dan teknik konvensional, b) terdapat interaksi yang signifikan antara teknik pengajaran menulis (teknik thematic patterning dan teknik konvensional) dan motivasi berprestasi terhadap kemampuan menulis siswa, c) terdapat perbedaan yang signifikan pada kemampuan menulis antara siswa yang memiliki motivasi berprestasi tinggi yang diajar dengan menggunakan teknik pola pentemaan dan siswa yang memiliki motivasi berprestasi tinggi yang diajar dengan teknik konvensional, dan d) terdapat perbedaan yang signifikan pada kemampuan menulis antara siswa yang memiliki motivasi berprestasi rendah yang diajar dengan teknik pola pentemaan antara siswa yang memiliki motivasi berprestasi rendah diajar dengan teknik konvensional.Kata Kunci : teknik pola pentemaan, motivasi berprestasi, kemampuan menulis siswa. This research aimed at investigating the effect of thematic patterning technique and achievement motivation on student?s writing competency toward the VIII year students of SMP N 2 Kuta Selatan. It used 2x2 factorial design, the independent variable was thematic patterning technique and the moderator variable was students? achievement motivation level (high and low) and students? writing competency was dependent variable. The data were obtained through questionnaire, and writing competency test. Two-way ANOVA was used to analyze data and then continued by post hoc testing using Tukey test. The findings of the study were: a) there was a significant difference in writing competency of the students who were taught by thematic patterning technique is higher than those who are taught by conventional technique. b) There was an interactional effect between thematic patterning technique and achievement motivation on students? writing competency. c) There was a significant difference on students? writing competency between the students with high achievement motivation taught by thematic patterning technique and conventional technique, and d) there was a significant difference on students? writing competency between the students with low achievement motivation taught by using thematic patterning technique and conventional technique.keyword : thematic patterning technique, achievement motivation, student?s writing competency
The Effect of Scientific Approach Combined with P.L.A.N Technique Viewed from Text Genre on The Tenth Grade Students’ Reading Competency at SMA Negeri 1 Penebel ., NI PUTU DIAN INDRA PRATIWI; ., PROF. DR. DEWA KOMANG TANTRA, M.Sc.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
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The aims of the research were to investigate: 1) the effect of Scientific Approach combined with P.L.A.N technique on the tenth grade students? reading competency, and 2) the difference of the effect of Scientific Approach combined with P.L.A.N technique viewed from text genre on the tenth grade students? reading competency. This research was an experimental research with Post-Test Only Control-Group Design. The population of the study was 6 classes (198 students) of the tenth grade students of SMA Negeri 1 Penebel in academic year 2015/2016, in which two classes were the samples of this research which was assigned into two groups, one class with 34 students as the control group (Scientific Approach without P.L.A.N) and one class with 34 students as experimental group (Scientific Approach combined with P.L.A.N technique). The two groups were determined by using Cluster Random Sampling technique. The data were collected through reading competency test, and were analyzed by applying One-Way ANOVA. In line with the research questions, the results shows that there is statistically significant effect of Scientific Approach combined with P.L.A.N technique on the tenth grade students? reading competency. Besides, there is no significant difference of the effect of Scientific Approach combined with P.L.A.N technique viewed from text genre (i.e. descriptive, narrative, recount) on the tenth grade students? reading competency. These results provide empirical evidence of the importance of implementing the specific teaching strategies of Scientific Approach combined with P.L.A.N technique in improving students? reading competency.Kata Kunci : Scientific Approach, P.L.A.N (Predict, Locate, Add, Note) technique, text genre, reading competency. Fokus penelitian ini adalah untuk mengetahui; 1) pengaruh pendekatan ilmiah yang dikombinasikan dengan teknik P.L.A.N terhadap kompetensi membaca siswa kelas X di SMA Negeri 1 Penebel, dan 2) perbedaan pengaruh pendekatan ilmiah yang dikombinasikan dengan teknik P.L.A.N ditinjau dari jenis teks terhadap kompetensi membaca siswa kelas X di SMA Negeri 1 Penebel. Penelitian ini adalah penelitian eksperimen dengan bentuk rancangan Post-Test Only Control-Group Design. Populasi penelitian ini adalah 6 kelas dari kelas X SMA Negeri 1 Penebel tahun ajaran 2015/2016 yang terdiri dari 198 siswa, dimana dua kelas merupakan sampel dari penelitian ini yang menjadi dua kelompok, satu kelas yang terdiri 34 orang siswa sebagai kelompok control (Pendekatan Ilmiah tanpa menggunakan teknik P.L.A.N), dan satu kelas yang terdiri dari 34 siswa sebagai kelompok eksperimen (Pendekatan Ilmiah dengan teknik P.L.A.N). Penentuan sampel ditentukan dengan menggunakan teknik Cluster Random Sampling. Data dalam penelitian ini dikumpulkan melalui tes kompetensi membaca, dan kemudian dianalisa dengan One-Way ANOVA. Hasil penelitian menunjukkan bahwa secara statistik terdapat pengaruh yang signifikan dari strategi pendekatan ilmiah dengan teknik P.L.A.N terhadap kemampuan membaca siswa kelas X SMA Negeri 1 Penebel, dan tidak terdapat perbedaan yang signifikan dari pengaruh strategi pendekatan ilmiah dengan teknik P.L.A.N ditinjau dari jenis teks terhadap kemampuan membaca siswa kelas X SMA Negeri 1 Penebel ditinjau. Hasil penelitian ini dapat dijadikan bukti empiris tentang pentingnya penerapan strategi pendekatan ilmiah yang dikombinasikan dengan teknik P.L.A.N dalam upaya meningkatkan kompetensi membaca siswa.keyword : Pendekatan Ilmiah, teknik P.L.A.N (Predict, Locate, Add, Note), teks, kompetensi membaca.
DEVELOPING PROBLEM-BASED INSTRUCTIONAL MATERIALS WITH CHARACTER INSERTION ACCORDING TO CURRICULUM 2013 FOR GRADE SEVEN OF JUNIOR HIGH SCHOOL ., RIA WANTY DARMAWAN; ., DR. LUH PUTU ARTINI, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
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Jumlah materi ajar yang digunakan oleh para guru dalam proses belajar mengajar bahasa inggris di Bali, khususnya penerapan pembelajaran berbasis masalah sangat terbatas. Oleh karena itu, penelitian ini bertujuan untuk: (a) mengembangkan materi pembelajaran untuk mengajar Bahasa Inggris menggunakan pembelajaran berbasis masalah berdasarkan kurikulum 2013 untuk siswa kelas tujuh, (b) menggambarkan bagaimana nilai-nilai karakter diintegrasikan ke dalam pembelajaran berbasis masalah berdasarkan Kurikulum 2013 untuk siswa kelas tujuh, dan (c) mengetahui kualitas materi pembelajaran yang dikembangkan. Penelitian ini dilaksanakan di SMP Negeri 1 Singaraja dengan mengaplikasikan desain pengembangan dari Sugiyono (2011). Evaluasi uji kualitas dari materi yang dikembangkan dilaksanakan oleh penguji ahli. Data dikumpulkan dengan cara observasi, penyebaran mengisi kuisioner, dan studi dokumen, dan dianalisis secara deskriptif. Hasil dari penelitian ini adalah materi yang dikembangkan yang berisi masalah yang harus dipecahkan melalui aktivitas menemukan, menanya, mengembangkan, menganalisa, dan menyampaikan. Selain itu, karakter dapat diselipkan ke dalam aktivitas pembelajaran, khususnya ketika menyelesaikan masalah. Berdasarkan evaluasi penguji ahli, kualitas dari materi yang dikembangkan termasuk kategori sangat baik. Jadi, dapat disimpulkan bahwa produk yang dikembangkan bisa diaplikasikan sebagai pedoman dalam pelaksanaan Kurikulum 2013.Kata Kunci : Kurikulum 2013, Pembelajaran berbasis masalah, pendidikan karakter The implementation of Curriculum 2013 only had few examples of its practical guidance. Due to that problem, this study aimed at: a) developing materials for teaching English using Problem-Based Learning according to Curriculum 2013 for grade seven of junior high school, b) describing how the characters values were inserted into Problem-Based Learning according to Curriculum 2013 for grade seven of junior high school, and 3) describing the quality of the developed materials. This study was conducted in SMP Negeri 1 Singaraja and applied Sugiyono?s (2011) research and development design. The expert judges were two teachers of SMP Negeri 1 Singaraja and one lecturer from Ganesha University of Education. The data were collected through observation, interview, administering questionnaire, and document study, and were analyzed descriptively. The result of this study is developed materials which consist of problems that should be overcome through the activities of observing, questioning, exploring, associating and communicating. Moreover, the character inserted in the activities are peacemaker, discipline, responsible, independent, communicative, socially care, honest, creative, hardworking, and democratic. In addition, the findings show that the quality of the developed materials is categorized as excellent material since the mean score of the expert judgment is 4.7 exceeding the interval score of 4.05 ( ). Therefore, this instructional materials are applicable as the guidance in implementing Problem-Based Learning according to Curriculum 2013.keyword : Curriculum 2013, Problem-Based Learning, character education
The Effect of STAD Method upon The Eleventh Grade Students’ Reading Comprehension Based on Self Esteem at SMAN 1 Kediri Tabanan in Academic Year 2013/2014. ., I NYOMAN SWARA MERTA ADI; ., PROF. DR. NI NYOMAN PADMADEWI, M.A.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 4, No 1 (2015):
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Penelitian ini memiliki tiga tujuan, (1) Untuk mengetahui pengaruh STAD terhadap pemahaman bacaan siswa, (2) Untuk mengetahui perbedaan signifikan dari pengaruh metode STAD dan konvensional terhadap pemahaman membaca pada siswa yang tingkat evaluasi dirinya diatas rata-rata, (3) Untuk mengetahui perbedaan signifikan dari pengaruh metode STAD dan konvensional terhadap pemahaman membaca pada siswa yang tingkat evaluasi dirinya dibawah rata-rata. Terdapat 7 kelas XI yang menjadi populasi dalam penelitian ini, dengan menggunakan metode sampling acak, dua kelas dipilih sebagai sampel dari penelitian, dua kelas tersebut dibagi menjadi kelas eksperimen dan kelas kontrol. Pada kelas eksperimen, siswa diajar dengan menggunakan metode STAD, sedangkan pada kelas kontrol, siswa diajar dengan metode bukan STAD. Terdapat 38 siswa pada masing masing kelas. Untuk memperoleh data, peneliti menggunakan tests pemahaman membaca yang diberikan pada akhir sesi mengajar, dan kuesioner harga diri yang diberikan pada pertemuan pertama. Dalam penelitian ini terdapat dua metode statistik yang digunakan, yaitu deskriptif dan statistik inferensial. Dalam statistik infrensial, Anova satu jalur digunakan untuk menganalisis data yang diperoleh dari hasil membandingkan nilai pemahaman membaca siswa di kelas STAD dan kelas konvensional. Anova satu jalur juga digunakan untuk mengalisis nilai pemahaman membaca siswa berdasarkan tingkat evaluasi diri mereka. Sebagai hasil dari penelitian ini, ditemukan; pertama, terdapat pengaruh signifikan STAD terhadap pemahaman membaca siswa, kedua, terdapat perbedaan signifikan dari pengaruh metode STAD dan metode konvensional terhadap pemahaman membaca pada siswa yang tingkat evaluasi dirinya diatas rata-rata, ketiga terdapat perbedaan signifikan dari pengaruh metode STAD dan metode konvensional terhadap pemahaman membaca pada siswa yang tingkat evaluasi dirinya dibawah rata-rata.Kata Kunci : Divisi Prestasi Tim Siswa (DPTS), harga diri, pemahaman membaca. This research had three purposes, the first was to find out the effect of STAD on the students? reading comprehension, the second was to find out the significant difference of the effect of STAD method and conventional method on eleventh grade students? reading comprehension within above-average self esteem students and the third was to find out the significant difference of the effect of STAD method and conventional method on eleventh grade students? reading comprehension within below-average self esteem students. There were 7 classes of the eleventh grade who became the population, by using intact group random sampling, two classes were chosen as the samples of the investigation and those two classes were divided into experimental class and control class. In experimental class, students were taught by using STAD method, in control class students were taught by using conventional method. There were 38 students in each class. The instruments which were used to collect the data were reading comprehension test which was administered at the end of teaching sessions and self esteem questionnaire which was administered on the first meeting. Students? self esteem scores were measured by using Revised Janis and field scales, the measurement?s result was used to classify students into above average self esteem students and below average self esteem students. In this research there were two statistical methods were applied. Those were descriptive and inferential statistics. In inferential statistic one way Anova was used to analyze the data. As the result of the research, it was found that; first, there was significant effect of STAD on students? reading comprehension, second, there was significant difference of the effect of STAD method and conventional method on students? reading comprehension within above-average self esteem students, third, there was significant difference of the effect of STAD method and conventional method on students? reading comprehension within below-average self esteem students.keyword : Students Team Achievement Divison (STAD), self esteem, reading comprehension, conventional method.
AN EVALUATION STUDY ON THE IMPLEMENTATION OF SCHOOL-BASED CURRICULUM (SBC) IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE IN SMP NEGERI 3 SAKRA TIMUR ., ABDUL MAJID; ., Prof. Dr.I Ketut Seken,MA; ., Dr.Ni Made Ratminingsih, MA
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 2 (2013)
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This research is to evaluate the implementation of English school-based curriculum (ESBC) in SMP Negeri 3 Sakra Timur. This evaluation research used Context, Input, Process, Product (CIPP) model from Stufllebeam (1986). Context variable is limited only in school?s geography, school?s vision and mission, school program, school management/organization, and school?s SWOT. Input as the supporting point of the program concerns curriculum (SBC), teachers? characteristics, facilities, school?s environment, and school?s budgeting. Process includes program development plan, teaching practices, assessment of students? learning, and decision making. Product or output can be measured from two aspects, namely: students? non-academic achievement, and students? academic achievement. There were 5 participants used as the subjects of the present study and they were headmaster, vice headmaster of curriculum, and 3 English Teachers in year 2012/2013. The data were collected by using questionnaire, guided interview, observation and document analysis. The data were analyzed using descriptive quantitative and qualitative method. The result shows that: (1) context, input, and product variables were positive ( + ) means good, (2) process variable was negative ( - ) means not good. It could be concluded that the English teachers in SMP Negeri 3 Sakra Timur in East Lombok regency were good enough in implementing school-based curriculum in academic year 2012/2013. From the evidence, it is suggested that English teachers should be facilitated to strengthen their awareness in teaching English.keyword : evaluation study, curriculum implementation, school based curriculum.
THE EFFECT OF SCIENTIFIC APPROACH COMBINED WITH ERRQ STRATEGY VIEWED FROM TEXT TYPES ON THE EIGHTH GRADE STUDENTS’ READING COMPETENCY AT SMP SANTO YOSEPH DENPASAR ., LUH WIDIANI; ., PROF. DR. DEWA KOMANG TANTRA, M.Sc.; ., DR. NI MADE RATMININGSIH, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
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Abstract

Penelitian ini fokus pada 1) pengaruh pendekatan ilmiah kombinasi dengan strategi ERRQ dalam kemampuan membaca siswa kelas delapan ; 2) perbedaan pengaruh pendekatan ilmiah kombinasi dengan strategi ERRQ dilihat dari jenis teks dalam kemampuan membaca siswa kelas delapan. Metode penelitian ini meliputi. Populasi yang digunakan adalah siswa dari SMP Santo Yoseph Denpasar. Sampel penelitian pada kelas 8 SMP Santo Yoseph Denpasar dengan menggunakan Random Sampling. Data yang dianalisis menggunakan One-Way-ANOVA. Hasil menunjukan bahwa : 1) ada pengaruh signifikan pada pendekatan ilmiah kombinasi dengan strategi ERRQ dalam kemampuan membaca siswa dengan total nilai mean (X: 77.27) (?:0.01) ;2) perbedaan pengaruh pada pendekatan ilmiah kombinasi dengan strategi ERRQ dilihat dari jenis teks dalam kemampuan membaca siswa namanya naratif teks (X 76.47), recoun teks (X:78.78), diskriptif teks (X: 76.83). Kata Kunci : Kemampuan Membaca, Pendekatan Ilmiah, Strategi ERRQ, dan Jenis Teks The problems were focused on the following, they are: 1) the main effect of scientific approach combined with ERRQ strategy on the eighth graders? reading competency, 2) the differences of the effect of scientific approach combined with ERRQ strategy viewed from text types on the eighth graders students? reading competency. The research methods were the following. The population included students at SMP Santo Yoseph Denpasar. The samples were recruited from the eighth grade of SMP Santo Yoseph Denpasar. They were recruited using a Random Sampling. Data were collected by means a Posttest. The obtained data were analyzed by means of One-Way ANOVA. The results show the following: 1) there is a significant effect of scientific approach combined with ERRQ strategy on the students? reading competency which total mean score (X: 77.27) (?: 0.01) ; 2) The differences of the effect of scientific approach combined with ERRQ strategy viewed from text types on the students? reading competency could be arranged consecutively as follows: narrative text (X 76.47), recount text (X:78.78), descriptive text (X: 76.83). keyword : Reading Competency, Scientific Approach, ERRQ Strategy, Text Types
Eka Juniani, Ni Putu (2016). The Effect of Think Pair Share Technique on the Students’ Achievement Motivation and Writing Competency of the Seventh Grade Students of SMP N 2 Kuta Selatan ., NI PUTU EKA JUNIANI; ., DR. NI MADE RATMININGSIH, M.A.; ., DR. LUH PUTU ARTINI, M.A.
Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia Vol 5, No 1 (2016)
Publisher : Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia

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Abstract

This study aimed at: (a) finding out whether or not there is a significant effect of Think Pair Share Technique on the students? achievement motivation, (b) finding out whether or not there is a significant effect of Think Pair Share Technique on the students? writing competency, (c) finding out whether or not there is a simultaneous significant effect of Think Pair Share Technique on the students? achievement motivation and writing competency. This study was an experimental study which use Post-test only control group design. The population of the study was 10 classes of which consisted of 380 students and four classes were selected as the sample of the study which consisted of 152 students. The data of the study was analyzed by using one-way ANOVA and MANOVA. The result of the data showed that there is a significant effect of Think Pair Share Technique on the students? achievement motivation, there is a significant effect of Think Pair Share Technique on the students? writing competency, and there is a simultaneous significant effect of Think Pair Share Technique on the students? achievement motivation and writing competency.Kata Kunci : Think Pair Share Technique (TPS), Achievement Motivation, Writing Competency Penelitian ini bertujuan untuk: (a) mencari tahu pengaruh teknik Think Pair Share terhadap motivasi belajar siswa, (b) mencari tahu pengaruh teknik Think Pair Share terhadap kemampuan menulis siswa,, (c) mencari tahu pengaruh teknik Think Pair Share terhadap motivasi belajar siswa dan kemampuan menulis siswa. Penelitian ini adalah penelitian experimen yang hanya menggunakan desain Post-test only control group. Populasi penelitian ini yaitu 10 kelas yang terdiri dari 380 orang murid dan 4 kelas di pilih sebagai sampel yang terdiri dari 152 murid. Data dari penelitian ini di analisis dengan menggunakan one-way ANOVA dan MANOVA. Hasil dari data yang telah di dapat menunjukkan bahwa terdapat pengaruh teknik Think Pair Share terhadap motivasi belajar siswa, terdapat pengaruh teknik Think Pair Share terhadap kemampuan menulis siswa, dan terdapat pengaruh teknik Think Pair Share terhadap motivasi belajar siswa dan kemampuan menulis siswa.keyword : Teknik Think Pair Share (TPS), Motivasi belajar, Kemampuan menulis
THE EFFECT OF DISCUSSION TECHNIQUE AND ENGLISH LEARNING MOTIVATION TOWARD STUDENTS’ SPEAKING ABILITY Menggo, S.; Ketut, Seken,; Made, Ratminingsih,
Jurnal Pendidikan Bahasa Inggris Indonesia Vol 1 (2013)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.689 KB) | DOI: 10.23887/jpbi.v1i0.584

Abstract

ABSTRACT The aim of this study is to investigate whether there is (1) a difference in the speaking ability between students who are taught by using discussion technique and those taught by using the conventional technique; (2) an effect of interaction between the speaking techniques applied and English learning motivation toward students? speaking ability; (3) a difference in speaking ability between students with high English learning motivation who are taught by using discussion technique  and those taught by using the conventional technique; and (4) a difference in speaking ability between students with low English learning motivation who are taught by using discussion technique and those taught by using the conventional technique. The study used a 2X2 factorial design, which involved a sample of 96 students. The data were collected by using questionnaire and a speaking test then analyzed by Two-way ANOVA. The result indicates that (1) there was a significant difference in speaking ability between the students who were taught by using discussion technique and those taught by using the conventional technique; (2) there was a significant interactional effect between the teaching techniques applied and students? motivation toward their speaking ability; (3) there was a significant difference in speaking ability between students with high English learning motivation who were taught by using discussion technique and those taught with the conventional technique; and (4) there was significant difference in speaking ability between the students with low English learning motivation who were taught by using discussion technique and those taught with the conventional technique.   Key words:  discussion technique, motivation, speaking ability
Co-Authors ., A.A. Istri Alit Winanda Prilia ., A.A. Istri Alit Winanda Prilia ., Aldea Pramesti Angelina ., COKORDA ISTRI ITA ARIATI ., DESAK PUTU BONITA ARYVADEVI ., Dewa Putu Nara Kusuma ., Dewa Putu Nara Kusuma ., DR. LUH PUTU ARTINI, M.A. ., DR. LUH PUTU ARTINI, M.A. ., Gusti Bagus Semara Putra ., Gusti Bagus Semara Putra ., Gusti Ngurah Arya Bayu Permadi ., I Gde Panji Naraswara ., I Gde Panji Naraswara ., I GUSTI AYU AGUNG MIRAH MEYLIANA ., I MADE DIDI DONA JULYANANTARA ., I NYOMAN SWARA MERTA ADI ., I Putu Gede Hendra Raharja ., I Putu Gede Hendra Raharja ., I Putu Wana Prasthadi ., I Putu Wana Prasthadi ., I Wayan Agus Budiarta ., I Wayan Agus Budiarta ., Ida Ayu Md Friska Setiawati ., Ida Ayu Md Friska Setiawati ., Ida Ayu Putu Puspawati ., Kadek Yoga Pramartha ., Kadek Yoga Pramartha ., Luh Gede Puspayanti ., Luh Gede Puspayanti ., LUH PUTU DIAN KRESNAWATI ., Luh Putu Yogi Indah Purnami ., Luh Putu Yogi Indah Purnami ., LUH WIDIANI ., Made Chintya Maha Yekti ., Made Dewi Setyathi ., Made Dewi Setyathi ., MAHAYU SOLINA YUDA ., MARIA YASINTA SITI ., MARTINA NOVI IRAWATI ., Md Yudyantara Risadi ., Md Yudyantara Risadi ., NI KADEK DWI EKA JAYANTHI AYU ., Ni Ketut Apriliyani ., Ni Ketut Apriliyani ., Ni Ketut Dian Permata Sari ., Ni Ketut Dian Permata Sari ., NI PUTU DIAH LAKSMI LESTARI ., NI PUTU DIAN INDRA PRATIWI ., NI PUTU EKA JUNIANI ., Ni Putu Eka Maryani Dewi ., NI PUTU EPIFANIA PUSPITAHATI ., Ni Putu Puspita Selly Aryati ., Ni Putu Puspita Selly Aryati ., Ni Putu Ratna Puspitadewi ., Ni Putu Ratna Puspitadewi ., NI PUTU WIDYA LAKSANA DEWI ., Ni Wayan Ekayani ., Ni Wayan Ekayani ., NI WAYAN MEI INDRAYANI ., Ni Wayan Putri Anggitawati ., NI WAYAN SRI NOPIANA ., PROF. DR. I NYM. ADI JAYA PUTRA, M.A. ., Pt. Febry Budi Hendrawan ., Putu Dinda Mirahayu ., Putu Eka Dambayana S., S.Pd., M.Pd. ., Putu Eka Dambayana S., S.Pd., M.Pd. ., PUTU EMY WIDNYANI ., Putu Irmayanti Wiyasa ., Putu Mursita Tenia Sari ., Putu Mursita Tenia Sari ., Putu Pendi Adnyana Putra ., Putu Pendi Adnyana Putra ., Putu Widya Savitri ., Putu Widya Savitri ., RIA WANTY DARMAWAN ABDUL MAJID . Adelina Kartika Dewi Adnyani, Ni Luh Putu Sri Adnyayanti, Ni Luh Putu Era Agustina, Noni Ahmad Zamzam Arta, Gede Juni Ayu Swati Pramitha Yuliandari, Ketut Bhasmanara, Whikanta Candra Dewi, Ni Putu Eka Chen, Yinghui Cintya Maha Yekti Costa, Yuliana Maria Da Danuarta Yoga*, I Gusti Ngurah Wahyu Dewa Ayu Eka Agustini Dewa Komang Tantra Dewa Made Cipta Dwijaya ., Dewa Made Cipta Dwijaya Dewa Putu Ramendra Dewi, Adelina Kartika Dewi, I Gusti Ayu Triska Sri Urmila Dewi, Ni Putu Desy Krisna Drs. Asril Marjohan,MA . Drs.Gede Batan,MA . Eka Anastasia Wijaya Endal Gualbertus Ferdiawan, I Komang Tyan Fitria Ningtyas . G.A.P. Suprianti Gede Juni Arta Gede Mahendrayana Gede Mahendrayana Gusti Ngurah Arya Pramana Putra . Handayani, Komang A A Hardiantini, Luh Rista I Gede Angga Pradipta Saputra ., I Gede Angga Pradipta Saputra I Gede Arya Sudira I Gede Budasi I Gede Budasi I Gede Novan Giri Prabawa . I Gede Putu Adhitya Prayoga . I Gusti Ayu Agung Bintang Permatasari I Ketut Paramarta I Ketut Seken I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Ketut Trika Adi Ana I Made Pasek Suwarbawa ., I Made Pasek Suwarbawa I Made Setiawan . I Nyoman Adi Jaya Putra I Nyoman Pasek Hadi Saputra I Putu Andre Suhardiana I Putu Indra Kusuma I Putu Ngurah Wage Myartawan I PUTU WIMA ARINDA SAPUTRA . I Putu Yoga Purandina I Wayan Eri Kurnia ., I Wayan Eri Kurnia I Wayan Suarnajaya I.G.A. Lokita Purnamika Utami Ida Ayu Kade Putri Pradnyani . Ifan Iskandar IGA Lokita Purnamika Utami IGA Pt Novita Sari Paragae IGB Rama Sujaya Ilza Mayuni Kadek Dwi Maharani ., Kadek Dwi Maharani Kadek Kusumadewi . Kadek Mawar Sopiani Kadek Samiyanti Kadek Sintya Dewi Kadek Sonia Piscayanti Ketut Ayu Swati Pramitha Yuliandari Ketut Bayu Catur Paramahita Komang Dedy Sandiarsa Komang Dedy Sandiarsa Sari Komang Febri Riyani ., Komang Febri Riyani Lailiyah, Leni Laksmi, I Gusti Ayu Rai LELA RAHMAWATI . Lokita Purnamika Utami, I Gusti Ayu Luh Diah Surya Adnyani Luh Diah Surya Adnyani Luh Diah Surya Adnyani Luh Gede Eka Wahyuni Luh Parmawati Luh Putu Artini Luh Putu Artini LUH PUTU DIAN KRESNAWATI . Luh Siantari M.A. ., PROF. DR. I KETUT SEKEN, M.A. M.Pd ., I Nyoman Pasek Hadi Saputra, S.Pd., M.Pd M.Pd. ., Made Hery Santoso, S.Pd, M.Pd. Made Hery Santosa Made Jane Purnama ., Made Jane Purnama MADE SUCI SUANDARI . Made Wahyu Mahendra . Mahayani, Putu Angelia Putri Maherni, Ni Kadek Dian Medyana Inna Sairo Meliani, Putu Ega Mella Resita Widhiastari Menggo, Sebastianus Miangtari, Nyoman Miangtari, Nyoman Milala, Natariana Br Muliadi, Nyoman Rini N. Dantes N. K. Arie Suwastini Ni Kadek Ariasih . Ni Kadek Ayu Wirawati Ni Kadek Dian Maherni Ni Kadek Suartini . Ni Ketut Ria Megawati . Ni Luh Kade Duwinitia Ningsih ., Ni Luh Kade Duwinitia Ningsih Ni Luh Putu Eka Sulistia Dewi Ni Luh Putu Era Adnyayanti Ni Luh Putu Wahyumunika Ni Made Asri Suwandesi Ni Made Ernila Junipisa Ni Made Evi Agustini ., Ni Made Evi Agustini Ni Made Suniyasih NI MADE TRIANI . Ni Nyoman Padmadewi Ni Nyoman Padmadewi Ni Putu Ari Prananti . Ni Putu Astiti Pratiwi Ni Putu Deanitha Rizki Awalia . Ni Putu Dianita Safitri Ni Putu Era Marsakawati Ni Putu Pebriyanti Ni Putu Pebriyanti Ni Putu Veni Venikagitayani . Ni Wayan Karmini . Ni Wayan Novi Suryati Ni Wayan Surya Mahayanti Nope Luh Sita Dewi Nurhasanah Halim Nyoman Karina Wedhanti Nyoman Miyangtari ., Nyoman Miyangtari Palupi, Tara Mustikaning Pande Eka Putri Pradnyani Paragae, IGA Pt Novita Sari Pasek, Made Pasek, Made Pratiwi, N. P. A Prawira, Bagus Yuda Prawisanthi, Tasya PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A. . Prof. Dr. Ni Nyoman Padmadewi,MA . Prof. Dr.I Ketut Seken,MA . Purnamika Utami, I Gusti Ayu Lokita Puspitasari, Made Putra, I Kadek Swartana Putra, I Komang Janu Prianda Putu Adi Krisna Juniarta Putu Agung Wawan Widyasastrena Putu Ayu Prabawati Sudana Putu Ayu Prabawati Sudana Putu Ega Meliani Putu Eka Juniariani ., Putu Eka Juniariani Putu Hendra Kusuma . Putu Kerti Nitiasih Putu Kerti Nitiasih Putu Melia Dewi Putu Rusanti Putu Wulandari Tristananda . Rahayu, Ni Made Ririn Rahmanita, Risci Ayu Resaldi, Muhamad Ridho Rima Andriani Sari Rima Andriani Sari Ristika, Ni Putu Rika S. Menggo S.Pd. I Putu Ngurah Wage M . S.Pd. M.Pd. Ni LP. Eka Sulistia Dewi . S.Pd. Putu Eka Dambayana S. . Salsabila, Unik Hanifah Sang Ayu Made Diah Utami Putri Saputra, I Nyoman Pasek Hadi Sari Panjaitan, Polo Jumita Seken, Ketut Sita Dewi, Nope Luh Situmorang, Lidya Cristina Febriani Suhardiana, I Putu Andre Suniyasih, Ni Made Sutami Dwi Lestari Sutrisna, I Putu Edi Sutrisna, I Putu Edi Trifonia Fahik Wahyumunika, Ni Luh Putu Widiawati, Putu Shela Widyari, Ni Kadek Riska Wijaya, I Nyoman Arga Wulandari, Ni Luh Putu Titin Wulandari, Putu Ratih Yekti, Cintya Maha Yogi Setyawan Yuda Pradana, Wayan Radita Zamzam, Ahmad